Raciocínio geográfico e os níveis de complexidade em mapas temáticos: análise da proposta curricular de Geografia do Estado de São Paulo
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Data
2021-09-28
Autores
Florentino, Raiane [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A tese tem como objetivo investigar em que medida as atividades e exercícios que envolvem a Cartografia Temática, presentes no Caderno do Professor, material didático integrante da Proposta Curricular do estado de São Paulo, apresentam desafios que mobilizem o estudante a desenvolver habilidades relacionadas ao Raciocínio Geográfico. Para tanto, realizamos a análise sobre a formação do Raciocínio Geográfico a partir de uma estrutura que envolve as aquisições cartográficas metodológicas, estabelecidas por Simielli (1996), das habilidades espaciais, segundo De Miguel (2016) e dos elementos da taxonomia do pensamento espacial, elaborada por Jo e Bednarz (2009), presentes nos mapas temáticos estabelecidos em situações de aprendizagem, direcionados ao ensino fundamental e médio. A partir dessa investigação, avaliamos se os exercícios que abrangem os mapas temáticos desenvolvem conceitos chave e estruturantes espaciais, além de mobilizarem e desenvolverem o Raciocínio Geográfico dos alunos, de modo a verificar a complexidade exigida pelo Caderno do Professor a partir dos exercícios e atividades correlacionadas com as representações gráficas. Os resultados demonstraram que o material didático favorece esse estímulo a partir da mediação do professor, que é, sem dúvidas, o método que impulsiona esse processo.
The thesis aims to investigate to what extent the activities and exercises involving thematic cartography, present in the Teacher's Notebook, a teaching material that is part of the Curricular Proposal of the State of São Paulo, present challenges that mobilize the student to develop skills related to Geographical Reasoning. To this end, we conducted the analysis on the formation of Geographical Reasoning from a structure that involves the cartographic methodological acquisitions, established by Simielli (1996), spatial skills, according to De Miguel (2016) and the elements of the taxonomy of spatial thinking, developed by Jo and Bednarz (2009), present in thematic maps established in learning situations, directed to elementary and high school. From this investigation, we evaluated whether the exercises that cover the thematic maps develop key concepts and spatial structuring, besides mobilizing and stimulating the students' Geographical Reasoning, in order to verify the complexity required by the Teacher's Notebook from the exercises and activities correlated with the graphic representations. The results showed that the teaching material favors this stimulus from the teacher's mediation, which is undoubtedly the method that drives this process.
The thesis aims to investigate to what extent the activities and exercises involving thematic cartography, present in the Teacher's Notebook, a teaching material that is part of the Curricular Proposal of the State of São Paulo, present challenges that mobilize the student to develop skills related to Geographical Reasoning. To this end, we conducted the analysis on the formation of Geographical Reasoning from a structure that involves the cartographic methodological acquisitions, established by Simielli (1996), spatial skills, according to De Miguel (2016) and the elements of the taxonomy of spatial thinking, developed by Jo and Bednarz (2009), present in thematic maps established in learning situations, directed to elementary and high school. From this investigation, we evaluated whether the exercises that cover the thematic maps develop key concepts and spatial structuring, besides mobilizing and stimulating the students' Geographical Reasoning, in order to verify the complexity required by the Teacher's Notebook from the exercises and activities correlated with the graphic representations. The results showed that the teaching material favors this stimulus from the teacher's mediation, which is undoubtedly the method that drives this process.
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Palavras-chave
Proposta Curricular do Estado de São Paulo, Caderno do professor, Ensino de Geografia, Raciocínio geográfico, Mapa temático, Curriculum Proposal of the State of São Paulo, Teacher's notebook, Teaching Geography, Geographic reasoning, Thematic map